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Contents contributed and discussions participated by Elizabeth Koh

Elizabeth Koh

Languages smarten up your brain - Guardian Weekly - 7 views

  • a study of recent research into brain function reveals that students could be gaining a lot more from their pursuit of linguistic skills
  • It argues that there is a dovetailing of results between studies conducted over the last 40 years, including recent findings from the neurosciences
  • six areas in which the multilingual mind differs in some way to the monolingual mind
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  • enhanced capacity for learning whereby knowledge of languages can lead to superior memory function, especially short-term “working” memory
  • enhanced mental flexibility
  • Enhanced problem-solving capability
  • Greater understanding of how language functions and is used to achieve specific goals in life
  • slowdown of age-related mental diminishment
Elizabeth Koh

Mashable - Blog - How Conceptual Metaphors are Stunting Web Innovation - 7 views

  • We still haven’t truly understood that click and link are as fundamental today as read and write
  • consider what we want the web to be rather than awkwardly fitting that vision into older descriptive paradigms
Elizabeth Koh

"90-9-1" Rule for Participation Inequality: Lurkers vs. Contributors in Internet Commun... - 21 views

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    Does the same apply to team collaboration in student groups? E.g. In a team of 6, maybe 3 lurkers, 2 intermittent contributors and 1 main contributor?
Elizabeth Koh

Paper vs. computer screen - The Boston Globe - 12 views

  • A Norwegian researcher, Anne Mangen, recently weighed in with an interesting paper in the Journal of Research in Reading, asserting that screen reading and page reading are radically different. “The feeling of literally being in touch with the text is lost when your actions - clicking with the mouse, pointing on touch screens, or scrolling with keys or on touch pads - take place at a distance from the digital text, which is, somehow, somewhere inside the computer, the e-book, or the mobile phone,’’ Mangen writes.
  • Her conclusion: “Materiality matters. . . . One main effect of the intangibility of the digital text is that of making us read in a shallower, less focused way.’
  • Reading digital text will always differ from reading text that is not digital (i.e., that has a physical, tangible materiality), no matter how reader-friendly and ‘paper-like’ the digital reading device (e.g., Kindle etc.),’’ she answered
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  • She says the e-reader experience introduces “a degree of unpredictability and instability’’ that influences reading, even if we are not aware of it.
  • When Kindle-like readers cost less than $50 and the e-Ink technology is not just very good, but excellent, there may be more “screening,’’ and less reading, in our future.
Elizabeth Koh

The New Socialism: Global Collectivist Society Is Coming Online - 0 views

  • While old-school socialism was an arm of the state, digital socialism is socialism without the state. This new brand of socialism currently operates in the realm of culture and economics, rather than government—for now
  • I use socialism because technically it is the best word to indicate a range of technologies that rely for their power on social interactions.
  • it is a spectrum of attitudes, techniques, and tools that promote collaboration, sharing, aggregation, coordination, ad hocracy, and a host of other newly enabled types of social cooperation
Elizabeth Koh

Revealed: new teaching methods that are producing dramatic results - Telegraph - 1 views

  • According to studies carried out at the National Institute for Child Health and Development in the United States, connections between developing brain cells form most effectively when the brain is given regular breaks, hence the spaces between lessons are every bit as crucial as the content of the lessons themselves;
  • the teacher gives a quickfire Powerpoint presentation, of about three slides a minute, and the pupils listen and read the screen, effectively taking in the information twice. After a gap, the same presentation is run, but there are missing spaces where the children have to fill in the missing words and repeat them aloud, which keeps their minds active and thinking. At this point they can also ask questions. After a second break, a similar presentation takes place.
  • Theoretically you could do half the year's syllabus in a couple of hours, leaving you with lots of time to do the exciting, practical stuff. But whether it would work for every single pupil in every single subject, I don't know
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  • In some ways, spaced learning is simply a modern twist on a very old-fashioned approach, that of rote learning.
  • Kids have higher expectations these days and they can multi-task and access new technology to a degree – and at a speed – that adults can only dream of, so if education is to remain relevant to them, we have to adapt, whether we like it or not.'
  • Over the past five years we've moved from an education system of very tightly regulated structure, curriculum and assessment to one where there's more freedom around the curriculum and much more freedom in the way schools organise themselves
  • In the classroom, pupils need continuity, not constant change and adoption of new fads. There's no substitute for an inspiring teacher passionate about their subject giving a well-planned lesson.'
  • Every child at the school has had some spaced learning lessons. The information that is compressed deals not only with key facts, but also with the fundamental principles of the subject, such as mathematical formulae, and gives examples of how to apply these. Some subjects, such as English, are harder to compress, but it can be done.
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